This document provides an overview of group therapy for parents of children with difficult behavior. It discusses assumptions about the causes of behavioral problems and characteristics of inflexible/explosive children. The document reviews the Diagnostic and Statistical Manual (DSM) system for diagnosing psychiatric disorders. It presents a model for understanding the factors that influence misbehavior, including the child's characteristics, parenting style, family stress, and the parents' characteristics. The document also discusses establishing consequences for behavior using the ABC (antecedent, behavior, consequence) model and avoiding rewarding negative behavior. It provides homework and resources for further reading.
This presentation deals with Learned Helplessness. Optimism and Pessimism as causes of Learned Helplessness. It also deals with the health and the social impacts of learned helplessness.
This presentation deals with Learned Helplessness. Optimism and Pessimism as causes of Learned Helplessness. It also deals with the health and the social impacts of learned helplessness.
This presentation presents strategies on how to build healthy parent/child relationships, how to discipline effectively, how to maintain attachment during adolescence.
Friendship Circle Parenting Our Special Children SeminarTzvi Schectman
Karen Wang, a Parent of a child with special needs and Dr. Sarah Baker a child Psychologist present about important topics relating to children with special needs Including:
Child Anxiety
Anxiety in childhood: What’s typical, and what’s not?
What to do (and not do) when children are anxious
Behavioral treatment for kids with anxiety
Handling tantrums and meltdowns
How to support siblings in special needs families
S Vitto Breaking Down The Walls MIBLSI State Conference 09Steve Vitto
This is an overview of the causes and treatment of oppositional defiant behavior (ODD), social maladjustment, and conduct disorder. The presentation included etiology, and evidence based treatment recommendations, using the competing pathways approach..
This presentation presents strategies on how to build healthy parent/child relationships, how to discipline effectively, how to maintain attachment during adolescence.
Friendship Circle Parenting Our Special Children SeminarTzvi Schectman
Karen Wang, a Parent of a child with special needs and Dr. Sarah Baker a child Psychologist present about important topics relating to children with special needs Including:
Child Anxiety
Anxiety in childhood: What’s typical, and what’s not?
What to do (and not do) when children are anxious
Behavioral treatment for kids with anxiety
Handling tantrums and meltdowns
How to support siblings in special needs families
S Vitto Breaking Down The Walls MIBLSI State Conference 09Steve Vitto
This is an overview of the causes and treatment of oppositional defiant behavior (ODD), social maladjustment, and conduct disorder. The presentation included etiology, and evidence based treatment recommendations, using the competing pathways approach..
Steve Vitto Challeng of the Children Breaking Down the WallsSteve Vitto
Steve Vitto's presentation at the 2011 Challenge of the Children Conference at Hope College in Holland Michigan
Strategies for Defiant Students
svitto@muskegonisd.org
There is no precise definition of behavioral problems, but we can define them as child behaviors that cause or are likely to cause difficulties in the child's learning activities. A child may show one or more than one behavior problem during his/her period of development. Some behavior problems may occur at a specific stage of development while some behavior problems occur at different stages.
A presentation designed for parents with children who are adopted or in foster care, and for professionals working with them. Based in a combination of somatic/neurobiological and attachment perspectives. (delivered at the annual "Reset Day" for the group Help One Child in Los Altos, CA
9 Practical Strategies to Decrease Impulsive Behavior in ChildrenRachel Wise
Certified school psychologist and licensed behavior specialist, Rachel Wise, shares nine strategies to decrease impulsive behavior in children. Rachel has 20 years of experience working with students with academic and behavioral needs and is also the CEO of the free learning and behavior website, educationandbehavior.com.
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Ve...kevinkariuki227
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
Explore natural remedies for syphilis treatment in Singapore. Discover alternative therapies, herbal remedies, and lifestyle changes that may complement conventional treatments. Learn about holistic approaches to managing syphilis symptoms and supporting overall health.
New Directions in Targeted Therapeutic Approaches for Older Adults With Mantl...i3 Health
i3 Health is pleased to make the speaker slides from this activity available for use as a non-accredited self-study or teaching resource.
This slide deck presented by Dr. Kami Maddocks, Professor-Clinical in the Division of Hematology and
Associate Division Director for Ambulatory Operations
The Ohio State University Comprehensive Cancer Center, will provide insight into new directions in targeted therapeutic approaches for older adults with mantle cell lymphoma.
STATEMENT OF NEED
Mantle cell lymphoma (MCL) is a rare, aggressive B-cell non-Hodgkin lymphoma (NHL) accounting for 5% to 7% of all lymphomas. Its prognosis ranges from indolent disease that does not require treatment for years to very aggressive disease, which is associated with poor survival (Silkenstedt et al, 2021). Typically, MCL is diagnosed at advanced stage and in older patients who cannot tolerate intensive therapy (NCCN, 2022). Although recent advances have slightly increased remission rates, recurrence and relapse remain very common, leading to a median overall survival between 3 and 6 years (LLS, 2021). Though there are several effective options, progress is still needed towards establishing an accepted frontline approach for MCL (Castellino et al, 2022). Treatment selection and management of MCL are complicated by the heterogeneity of prognosis, advanced age and comorbidities of patients, and lack of an established standard approach for treatment, making it vital that clinicians be familiar with the latest research and advances in this area. In this activity chaired by Michael Wang, MD, Professor in the Department of Lymphoma & Myeloma at MD Anderson Cancer Center, expert faculty will discuss prognostic factors informing treatment, the promising results of recent trials in new therapeutic approaches, and the implications of treatment resistance in therapeutic selection for MCL.
Target Audience
Hematology/oncology fellows, attending faculty, and other health care professionals involved in the treatment of patients with mantle cell lymphoma (MCL).
Learning Objectives
1.) Identify clinical and biological prognostic factors that can guide treatment decision making for older adults with MCL
2.) Evaluate emerging data on targeted therapeutic approaches for treatment-naive and relapsed/refractory MCL and their applicability to older adults
3.) Assess mechanisms of resistance to targeted therapies for MCL and their implications for treatment selection
Couples presenting to the infertility clinic- Do they really have infertility...Sujoy Dasgupta
Dr Sujoy Dasgupta presented the study on "Couples presenting to the infertility clinic- Do they really have infertility? – The unexplored stories of non-consummation" in the 13th Congress of the Asia Pacific Initiative on Reproduction (ASPIRE 2024) at Manila on 24 May, 2024.
- Video recording of this lecture in English language: https://youtu.be/lK81BzxMqdo
- Video recording of this lecture in Arabic language: https://youtu.be/Ve4P0COk9OI
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
Ethanol (CH3CH2OH), or beverage alcohol, is a two-carbon alcohol
that is rapidly distributed in the body and brain. Ethanol alters many
neurochemical systems and has rewarding and addictive properties. It
is the oldest recreational drug and likely contributes to more morbidity,
mortality, and public health costs than all illicit drugs combined. The
5th edition of the Diagnostic and Statistical Manual of Mental Disorders
(DSM-5) integrates alcohol abuse and alcohol dependence into a single
disorder called alcohol use disorder (AUD), with mild, moderate,
and severe subclassifications (American Psychiatric Association, 2013).
In the DSM-5, all types of substance abuse and dependence have been
combined into a single substance use disorder (SUD) on a continuum
from mild to severe. A diagnosis of AUD requires that at least two of
the 11 DSM-5 behaviors be present within a 12-month period (mild
AUD: 2–3 criteria; moderate AUD: 4–5 criteria; severe AUD: 6–11 criteria).
The four main behavioral effects of AUD are impaired control over
drinking, negative social consequences, risky use, and altered physiological
effects (tolerance, withdrawal). This chapter presents an overview
of the prevalence and harmful consequences of AUD in the U.S.,
the systemic nature of the disease, neurocircuitry and stages of AUD,
comorbidities, fetal alcohol spectrum disorders, genetic risk factors, and
pharmacotherapies for AUD.
Flu Vaccine Alert in Bangalore Karnatakaaddon Scans
As flu season approaches, health officials in Bangalore, Karnataka, are urging residents to get their flu vaccinations. The seasonal flu, while common, can lead to severe health complications, particularly for vulnerable populations such as young children, the elderly, and those with underlying health conditions.
Dr. Vidisha Kumari, a leading epidemiologist in Bangalore, emphasizes the importance of getting vaccinated. "The flu vaccine is our best defense against the influenza virus. It not only protects individuals but also helps prevent the spread of the virus in our communities," he says.
This year, the flu season is expected to coincide with a potential increase in other respiratory illnesses. The Karnataka Health Department has launched an awareness campaign highlighting the significance of flu vaccinations. They have set up multiple vaccination centers across Bangalore, making it convenient for residents to receive their shots.
To encourage widespread vaccination, the government is also collaborating with local schools, workplaces, and community centers to facilitate vaccination drives. Special attention is being given to ensuring that the vaccine is accessible to all, including marginalized communities who may have limited access to healthcare.
Residents are reminded that the flu vaccine is safe and effective. Common side effects are mild and may include soreness at the injection site, mild fever, or muscle aches. These side effects are generally short-lived and far less severe than the flu itself.
Healthcare providers are also stressing the importance of continuing COVID-19 precautions. Wearing masks, practicing good hand hygiene, and maintaining social distancing are still crucial, especially in crowded places.
Protect yourself and your loved ones by getting vaccinated. Together, we can help keep Bangalore healthy and safe this flu season. For more information on vaccination centers and schedules, residents can visit the Karnataka Health Department’s official website or follow their social media pages.
Stay informed, stay safe, and get your flu shot today!
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
The prostate is an exocrine gland of the male mammalian reproductive system
It is a walnut-sized gland that forms part of the male reproductive system and is located in front of the rectum and just below the urinary bladder
Function is to store and secrete a clear, slightly alkaline fluid that constitutes 10-30% of the volume of the seminal fluid that along with the spermatozoa, constitutes semen
A healthy human prostate measures (4cm-vertical, by 3cm-horizontal, 2cm ant-post ).
It surrounds the urethra just below the urinary bladder. It has anterior, median, posterior and two lateral lobes
It’s work is regulated by androgens which are responsible for male sex characteristics
Generalised disease of the prostate due to hormonal derangement which leads to non malignant enlargement of the gland (increase in the number of epithelial cells and stromal tissue)to cause compression of the urethra leading to symptoms (LUTS
1. Group Therapy for Parents of
Children With Difficult Behavior
2: Understanding Difficult Behavior (Part Two)
2. Quick Review – The High Points
Our Assumptions
Everybody pretty much does the best they can with what
they’ve got.
Behavioral Problems start when the demands of the
environment or situation overwhelm kids’ ability to cope.
Our ideas about the cause(s) of a problem behavior
always guide what we decide to do about the behavior.
3. Quick Review – The High Points
Inflexible/Explosive Children Typically:
Are easily overwhelmed
Have trouble thinking through conflicts
Have low frustration tolerance and very intense sense of
frustration
Tend to think in concrete, black-and-white terms
Have trouble with Executive Functions
Putting Aside Feelings
Short-term/working Memory
Planning/Organizing
Shifting Gears
4. Quick Review – The High Points
Inflexible/Explosive Children Typically:
Have trouble with Sensory Processing
May be over or under-sensitive to stimuli
May have trouble “decoding” or understanding stimuli
We Care About All This Because:
Most kids with behavioral difficulties tend to be diagnosed
with ADHD—which research suggests is primarily a
problem with Executive Functioning!
Sensory Processing Problems are often mistaken for
ADHD.
Sensory Processing Problems often co-occur with ADHD.
5. Meet the DSM!
The DSM-IV-TR is the American Psychiatric
Association’s big book of diagnostic criteria and
codes. The abbreviation stands for:
Diagnostic and
Statistical
Manual
IV (4th) Edition
Text
Revision
6. Some Cautions:
Psychiatric Diagnosis is not a perfect science.
The DSM is designed to classify disorders in terms
of reported symptoms and observed behaviors,
without reference to their cause (“etiology”).
However, similar behaviors and symptoms may have very
different causes indeed!
Some criteria can be open to interpretation:
For example: “often deliberately annoys people ” is one
of the criteria for Oppositional Defiant Disorder.
How often is “often”?
How can we be sure a given behavior is deliberate?
Etc.
7. Diagnosing Psychiatric/Behavioral
Disorders: 5 Axes!
A complete DSM diagnosis includes an assessment on each
of 5 “axes” or dimensions:
Axis I: Most Clinical Disorders
Axis II: Mental Retardation or Personality Disorders
Axis III: Medical/Physical Disorders
Axis IV: Psychosocial Stressors
Axis V: “Global Assessment of Functioning” –a number from 1 to
100.
A GAF of 30 or below usually indicates need for inpatient treatment
A GAF of around 70 or above will rarely have need of outpatient treatment
Most outpatient mental health clients fall in around 55.
11. A Model For Understanding Kids’
Misbehavior
As we try to get a handle on why our kids
misbehave, it can be useful to explore four factors:
The Child’s Characteristics
Physiological/Neurological Conditions – How s/he’s “wired.”
The Parents’ or Caretaker’s Characteristics
Physiological/Neurological Conditions – How s/he’s “wired.”
Family Stress
Can cause parents/caretakers to be less patient/more punitive—
or less attentive! Can also cause kids to be less patient/more
irritable, less attentive!
Parenting Style
What the parents/caretakers do in response to kids behavior.
Doesn’t completely erase the effects of the other three factors,
but can help!
12. So What Can We Change?
Can’t Do Much About:
The Child’s Characteristics
The Parents’/Caretaker’s Characteristics
Family Stress
We CAN Make Changes in Parenting Style!
Medication can help,
but we can’t
completely restructure
brains and physiology!
We can teach coping
skills, but we can’t
prevent the world from
making demands on
people!
Parenting style doesn’t cause ADHD or other conditions, but certain
styles can increase or decrease the likelihood of disruptive and
noncompliant behavior.
Remember: “Parenting Style” is simply how we respond to our kids’
behavior. It’s not about being a “good” or “bad” parent, but rather about
efficiently and effectively impacting our kids’ behaviors in the ways that
we want!
14. Antecedents: Anticipating Behavior
Prevent misbehavior by making changes in the
setting or environment.
Example: Making sure dangerous items are out of small
children’s reach!
Example: Johnny is more likely to do his class work if
he’s not sitting right next to his best friend!
Example: For Mary, shouting stirs memories of past
abuse. She is more likely to “hear” a reprimand and
correct her behavior if addressed firmly but with a normal
volume of voice.
15. Consequences
Positive consequences reinforce behavior—they
make behavior more likely to be repeated.
Negative consequences discourage behavior.
But…
If it’s so simple, why is it so hard to manage some
kids’ behavior?
16. Check the “Wiring…”
Often, the defiant or uncooperative youth has trouble
making the connection between a behavior and its
consequence! Why? Some possibilities that
hopefully sound familiar:
Problems with Attention
Problems with Working Memory
Problems with Receiving or Processing Stimuli
Problems with Shifting Gears
Problems Planning/Organizing a Satisfactory Response
Problems Separating Feelings From the Situation
17. Getting Through
To Keep the Connection Between Behavior and
Consequence crystal clear, we have to:
Be Specific About Both Expectations and Consequences!
Provide Consequences Immediately!
Especially with kids diagnosed with ADHD!
Be Consistent!
Again—With Both Expectations and Consequences!
18. To Be Effective, Consequences Must Be:
Meaningful to the Youth
Many kids are motivated more by tangible, immediate
consequences than by intangible, long-term ones: A pat
on the back NOW is worth more than a sense of
accomplishment next week!
Frequent
Remember that verbal praise, smiles, and thumbs-up
gestures can all be Consequences! Folks with ADHD in
particular often do well with a near-constant “patter” of
feedback.
Well-Balanced
If Negative Consequences continually outweigh Positive
Consequences, most of us will lose our motivation.
19. When We Reward Negative Behavior:
The Coercive Behavior Cycle
Another reason the ‘ABCs’ ain’t so simple is that we
can often inadvertently reward undesirable behavior!
Let’s say we ask Bob to Take Out the Trash….
On a good day, Bob complies--he takes out the trash--and
we get on with our lives:
But a lot of the time Bob is engrossed in video gaming,
and we repeat our request several times:
Request Compliance
Request Noncompliance
20. When We Reward Negative Behavior:
The Coercive Behavior Cycle (Continued)
After a while we get irritated and escalate the request with
a few threats, raised voice, etc. In response, Bob
escalates his refusal by shouting back, slamming doors,
etc.:
At which point we usually do one of two things:
Try to force Bob to take out the trash
Give up and take it out ourselves
Request!!! Noncompliance!!!
21. When We Reward Negative Behavior:
The Coercive Behavior Cycle (Continued)
By and large, Forcing people to do things is
inefficient at best (wastes a lot of energy). At worst,
it escalates into physical violence.
And “Giving Up” and taking the trash out ourselves
Reinforces Bob’s noncompliant behavior! We are
rewarding Bob for not complying with our directive!
22. Think Before You Make a Directive!
If you:
don’t have a consequence planned …
don’t have the energy to follow through with a
consequence ...
You might do more harm than good!
23. Homework
Take a look at your parenting style—particularly
when things don’t seem to be working. Check your
requests/directives—are they specific and clear?
Are your consequences immediate, consistent, and
meaningful to your kid? Are the negative
consequences outweighing the positives and
sapping your kid’s motivation to comply?
Remember to think through your directives and
consequences.
Don’t give up!
24. Further Reading / Resources
Books
Barkley, Russell A. (1995). Taking Charge of ADHD,
Revised Edition: The Complete, Authoritative Guide for
Parents. New York: The Guildford Press.
Barkley, Russell A., and Benton, Christine M. (1998). Your
Defiant Child: Eight Steps to Better Behavior. New York:
The Guildford Press.
Barkley, Russell A., and Benton, Christine M. (1998). Your
Defiant Teen: Ten Steps to Resolve Conflict and Rebuild
Your Relationship. New York: The Guildford Press.